CPS Model

Links and Information from the Collaborative & Proactive Solutions Team

CPS Support Blast Week 1

The first is a video featuring parents and teachers discussing their experience with CPS.   


The second link will take you to the Lives in the Balance Walking Tour website.  Here you can watch videos of Dr. Greene implementing all the steps to the CPS model. 

Walking Tour Website  ( training guide for Plan B)


CPS Support Blast Week 2

You will see a video clip of Mark Sander discussing Trauma-Informed Classrooms. You will Mark discuss changing adult behavior, creating a culture of understanding, and compassion. 


How have you embraced CPS so far? Have you thought about your language around behavior? Just tweaking our language from discussing behavior vs. discussing lagging skills and unsolved problems is a good start! Have you talked to someone in your building about CPS? Is it still on your mind? Let us know!

Remember...."Children do well if they can"- Dr. Ross Greene

CPS Support Blast Week 3

Welcome to Week 3 of the CPS Support Blast! This one will focus on the ALSUP (Assessment of Lagging Skills and Unsolved Problems). Even though "assessment" is used in the name,

Dr. Greene has said to use the document as a discussion guide rather than a checklist or rating scale. A copy of the ALSUP can be found using this link - https://livesinthebalance.org/sites/default/files/ALSUP%20060417.pdf

Below is a link to a podcast with Dr. Ross Greene going through an ALSUP with an anonymous school -Anytown Elementary School - for an actual student. 

You will hear him guide a step by step discussion to carefully craft the list of unsolved problems of this student and how to prioritize the starting point. 


CPS Support Blast Week 4

Welcome to week 4 of the CPS Support Blast! This week will focus on the Invitation Step.  The invitation step is the third ingredient of the CPS model. The invitation step involves having the adult and kid brainstorm solutions so as to arrive at a plan of action that is both realistic and mutually satisfactory…in other words, a solution that addresses both concerns and that both parties can actually do.

Once we have identified the student’s unsolved problems as well as the student’s concerns during the Empathy Step, we need to move to a solution in collaboration with the student.  In this video, Dr. Greene teaches parents how to solve problems with their son, while walking them through the three steps of Plan B.  The invitation step begins at 30:40.  This step begins with the words “I wonder if there’s a way…” (to address the concerns of both parties). 



We look forward to hearing about the highlights and concerns of the CPS training that will take place during the CPS professional development this week. Also, this week’s Plan B meeting will be postponed until October 3.  This will provide the opportunity for our non-certified colleagues to attend. 

Together, let’s stop the school to prison pipeline!

CPS Support Blast Week 5

As we move forward with learning more on how to implement the CPS, I will continue to link back to the reasons why we must as a district try to be more proactive and responsive to our students.  There are currently numerous studies happening on the effects of Adverse Childhood Experiences.   The  ACE’s study was one of the first major studies to focus on adverse childhood experiences and the results have been awaking. One of these statistics indicate three out of five adults across the U.S. had at least one adverse experience in their childhood.

According to the CPS model a  “Lucky Kid”  will exhibit behaviors that will help him/her cope with these experiences so as they are not causing great impact or disruption within the school day.

For an “Unlucky Kid” this will not be the case.   Unlucky kids lack the coping mechanisms to help them adjust, be resilient, and build relationships that make them feel as though they are a part of the community, or respond appropriately to traditional forms of discipline and consequences.   The on-going effects of these “unsolved problems” into young adult hood manifest themselves into deeper issues of isolation,  mental and physical  health that have devastating effects for all.

This is why CPS focuses on  what happens “downstream” , before a big event occurs.  To help  our students build the skills to solve problems, so they too can be happy healthy adults.

"Resilience reflects using skills, and the beauty of that is that skills can be learned, taught, modeled, practiced and reinforced, and kids learn better when they're in relationships," he says. "We need to do better job of primary prevention by focusing on emotional learning and promoting safe, stable, nurturing relationships."

Andrew Garner, clinical professor of pediatrics at Case Western Reserve University School of Medicine in Cleveland

To read more on this please visit the linked article:

Childhood Trauma And Its Lifelong Health Effects More Prevalent Among Minorities




CPS Support Blast Week 6

For this week’s blast, we wanted to reach out and ask you for your celebrations, questions, roadblocks, and thoughts. 

Have you been attempting or trying to use new language?

Have you practiced or attempted using the ALSUP?

Have you gone through a PLAN B meeting?

What were some highlights? Where do you need support?

We have had two Wednesday meetings to help and support. We have had some great conversations surrounding CPS. If you cannot make a meeting, but are interested in sharing some thoughts or asking questions, please reach out to the team for support! We are here for you!

Below is a link to the Podcast section of the Lives In the Balance website. There are some wonderful and thought provoking podcasts to challenge our thinking.


We look forward to hearing responses to the questions posed above!

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